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According to other reports the reasons above mentioned were the most probable ones. Whether an educator fear the use of technology or is it because of other reasons that they deny the use of technology can be analyzed in this section, thereby meeting the objectives of our research.

Reasons for Prior “ Yes “ Answer

Prior to question 4, if respondents are willing to use technology in their class, the above are the probable reasons, once again in the Likert scale.

The last item of the questionnaire is an open ended reliability question where the respondent can give their own opinion on the willingness to use technology in class.

Data preparation for Analysis

Data Coding for questionnaire

For closed-end questions, numerical codes were assigned to each of the options (one for yes and two for no). This facilitated the data entry of the respondents so that the chosen codes could be directly input into the data analysis program SPSS. For open-end questions, the respondents’ answers were marked down on a separate file and then classified accordingly.

Data Entry

After coding the questionnaires, the coded answers of the respondents were input in SPSS program into the appropriate variables for data analysis.

Data analysis

The SPSS program was used to generate descriptive statistics, Chi square tests (Crosstabs) to find the relationship between the two nominal/ordinal variables and One Sample T test to compare the mean difference.

Results And Discussion

Background information of respondents

In this study, a total of 372 secondary educators with 155 male and 217 female completed the distributed questionnaires. From Figure1, 40.6% of the respondents are aged between 20-30 years old, 30.6% between 30-40 years, 16.4% within 40-50 years and 11.3% above 50 years old. The majority of our participants (36.8%) teaches in the Art field (24.8% male, 75.2% female), followed by Mathematics (13.4%), Economics (13.4%) and Science side (12.9%). In terms of the teaching experience variable, 35.2% of the respondents have less than 5 years of working experience. More than half (53.5%) completed a university degree and another 33.1% reached until postgraduate level.

Figure 2 shows that the most popular technological tool available in our secondary school is computer supported with internet access with a total of 29%, followed by projector (14%) and educational TV with DVD facility with a share of 12% respectively. Only a few schools are equipped with laptop, digital camera and mobile phones.

Teacher’s willingness towards technology usage

To test whether educators are technophile, a reliability question was set up “are you willing to use technology” and “do you welcome the use of technology”. The purpose was to identify how far is our participants’ answers reliable and it was found out that 89.2% are willing to use technology while 80.6% do welcome the use of technology in class. Numerous studies concluded that the willingness to use ICT tools depend heavily not solely upon its usability, but also with respect to its perceived usefulness (Cox et al, 1999, Lam, 2000, Preston et al, 2000, Yu